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There are fewer events bigger in Hollywood than two celebrities finding love with each other and tying the knot in a big, star-studded bash. Tom and Katie in Italy (2006), Gwen and Gavin in London (2002), Madonna and Guy in Scotland (2000), Posh and Becks in Dublin (1999) and Ellen and Portia in Los Angeles in (2008) are just a few of the big, beautiful star couple weddings that have captured the fascination of fans around the world.
Lately, however, a new celebrity trend threatens to overshadow these big bashes – wedding vow renewal ceremonies.
For superstars ranging from Mariah Carey, Salma Hayek and Heidi Klum, to reality TV darlings like Tori Spelling and several of the "Real Housewives," getting hitched again, and again, and again, and well… again, is the latest celebrity train on which Hollywood is boarding.
Heidi and Seal seemed to be the trend's trendsetters, having renewed their vows annually for years, hosting a special party each May to celebrate their true love. This weekend, they will be doing it again, the fifth time since their original ceremony in 2005 on a beach in Mexico.
Mariah and her husband, "America's Got Talent" host Nick Cannon, jumped on the bandwagon and have been renewing their vows every year since first tying the knot in 2008.
Josh Duhamel and popstar wife Fergie celebrated one year of marriage by getting renewing their vows in early January.
Then there are the reality show band-waggoners. Amidst rumors of marital troubles, Tori Spelling and Dean McDermott renewed their vows on May 8. Additionally, Ramona Singer of "The Real Housewives of New York City," has been planning her own re-marriage, filmed by her Bravo television show.
Previously, Vicki and Donn — from the "The Real Housewives of Orange County," used their reality show to demonstrate their commitment to each other by renewing their vows on camera in an exotic locale.
While some think the vow ceremonies are sweet, especially in the case of Heidi and Seal, who are nothing short of completely in love, others have raised a critical eye.
"The celebrity weeklies are only filled with a few things: getting together, breaking up, weddings, divorces, babies, affairs, drug use, and getting too fat/thin. So, what is a star to do who already had his/her wedding, and has no babies, divorces, secret lovers, rehab stints, diet plan endorsement deals/eating disorders on the horizon?" Gawker recently asked rhetorically. "Create a whole new occasion to generate press and fresh fodder for the show, or at least take pictures to sell to the tabs. And it's not as if the wedding industry minds this s--t. They get to sell people flowers and gowns and catered meals all over again!"
Over on The Knot, a Web site devoted to weddings, an entire article is posted regarding vow renewal etiquette; something of which the celebs may want to take note.
"A reaffirmation can take place literally anytime after the actual wedding — the next day or 30 years later. But you don't want to renew too soon or too often, unless you've eloped and would like to make your vows public upon your return. Otherwise, be sure to reserve the occasion for milestone years," the Web site noted.
Related Content from AccessHollywood.com:
VIEW THE PHOTOS: Keepin' It Real With TV's Hottest Reality Stars!
VIEW THE PHOTOS: Tom & Katie Marry In Italy
PLAY IT NOW: Dish Of Salt: Tori & Dean Promise More Family Life On 'Home Sweet Hollywood'
PLAY IT NOW: Heidi Klum Recalls Seal's Icy Proposal
MORE ACCESS ON THESE TOPICS: Heidi Klum - Weddings - Salma Hayek - Seal - Mariah Carey


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Reportage: Archana Masih. Main photograph: Seema Pant. Other photograph: Kind courtesy, the Kalia family. Design: Dominic Xavier
Someone flicked the television on for the 2 pm news and in spite of her medicine-induced haze Vijay Kalia heard the report correctly from her bedside.
Her son's body had been recovered.
He was just 22 and had joined the Indian Army only four months ago.
She had heard the news in the morning and suffered a mild heart attack. The remedial injection had left her in a stupor.
But now reality stared her in the face.
Two days before New Year 1999 the family was at Amritsar station seeing him off as he boarded the train to join the 4 Jat regiment as a lieutenant. As the train pulled out, he stood by the door, stretching his hand out as if to touch her feet to say goodbye.
That was the last time she saw him.
Fifteen days later, he flew to Leh for his first posting in Kargil, Jammu & Kashmir. Now Lieutenant Saurabh Kalia, who had gone to serve the country, wasn't coming back.
It happened five years ago, on June 9, but his mother has not let his memory fall back behind her.
Not even for a moment.
His death brought the Kargil War home to her family in their scenic home in Palampur, Himachal Pradesh -- and to the rest of the country.
Lt Saurabh Kalia's body being carried by army officers at Palampur helipad
Also see: The soldier who became a legend Click here for single page format

subset: commoncrawl


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Many parents of young children with learning disabilities ask what they can do at home to help their youngsters. Generally, the first step is to try to understand the child's difficulties and to consider how these weaknesses might impact on self help skills, communication, discipline, play and independence; however, above all, we encourage them to focus on the child's strengths in order to build self esteem and to help them become an integral part of the family. Like all parents, they need to consider the delicate balance between providing too much or too little assistance for the child - a balance between under and over expecting what the child can do independently.p>
Understanding the child's needs takes time because needs change with age and with expectations at home, in social settings, and in school. New and unexpected problems may arise as they do with all children. However, youngsters with special needs often require more understanding and support, not only from parents and teachers but also from siblings. The early childhood years are particularly important because learning typically occurs so rapidly. Children change from almost complete dependence to relative independence in a few short years. Much of the learning during this time occurs without formal instruction; however, most parents teach their children informally as they encourage them to notice things in the environment, as they label objects, and as they guide certain social skills, appropriate behaviors, and manners. Parents teach self-help skills such as dressing, buttoning, and tying. Often they teach their children how to throw a ball and ride a bike. And many parents provide the basis for early reading, writing, and mathematics skills by reading stories, reciting the alphabet, coloring, copying letters, writing simple messages, and playing counting games. Parents engage in these activities so naturally that they do not even think of them as instruction, and yet, this training, social interaction, and stimulation are crucial for learning. Some children with learning disabilities find these seemingly natural, every day skills difficult to learn, even with good stimulation. They do not profit from the experiences and guidance provided by parents, preschool teachers, and others because they have difficulty processing certain types of information. Yet children with learning disabilities are not delayed in all aspects of development. In fact, many do as well as, or better than their peers in certain areas. They have uneven patterns of development and perform below expectancy in one or more areas of learning such as listening, expressive language, pre-academic skills, nonverbal behavior, and/or perceptual motor skills. It is because of these uneven profiles and unexpected weaknesses that they are somewhat difficult to understand. Their learning and behavior is less predictable than normally achieving children, and perhaps different from children who are delayed in all areas of development. The symptoms associated with learning disabilities differ. Some children have difficulty processing auditory information while others have problems with visual tasks. Some have difficulty processing language, whereas others have problems with nonverbal skills such as interpreting facial expressions, learning to play, or dress themselves. Some have no problems until they enter school, though indications of pre-academic weaknesses may be evident. When problems persist, parents may discuss their concerns with physicians, educators, or specialists in fields such as learning disabilities, occupational therapy, or speech/language pathology. A comprehensive evaluation which includes a developmental history, tests for mental ability, oral language, pre-academic achievement, perceptual-motor skills, various cognitive processes and behavior is helpful in order to obtain an overall profile of strengths and weaknesses, and in order to make recommendations. Some children may be placed in a developmental class where they can receive supplemental help, whereas those with milder problems may be seen individually for assistance. In other instances, a specialist might go into the class or kindergarten to assist the child with those areas of learning which appear to be most difficult. Others will be placed on a watch list and their learning will be monitored. In certain instances, families choose private intervention, particularly if the schools do not provide services in the early childhood years. Some specialists give parents suggestions for activities at home, depending upon the needs of the child. While we do not recommend formal lessons, parents are encouraged to take advantage of their daily routines to foster the development of certain concepts and skills that appear to be weak. Whatever parents decide to do, however, should be done in the context of a social relationship that is pleasant and non-threatening. Emphasis should be given to the child's strengths, not just the weaknesses. Parents may find it difficult to help children in the areas of weakness, and some children do not like exposing weaknesses to their parents. Thus, there is a delicate balance to be achieved. Children should feel loved and respected irrespective of any difficulties they may have. Too much emphasis on the weaknesses can destroy that delicate balance. Sally Smith's book (1994), Different Is Not Bad, includes many examples to highlight individual differences. Similarly, Jill Lauren's book (1997) contains stories from children and adults with learning disabilities who have achieved success despite their difficulties. Because children with learning disabilities are unique, and because their strengths and weaknesses vary, parents often need help in understanding their difficulties. Indeed, many parents and teachers need to understand many of the typical behaviors of young children lest they view them as problems. Books such as Don't Push Your Preschooler by Ames and Chase (1980) and others based on the research of Gesell provide general guidelines and examples of behaviors that one might expect during the early childhood years. Chess and Thomas (1987) also discuss differences in temperament which parents and educators need to consider. They report that most parents can describe their child's temperament accurately (p. 37), but they often need help in dealing with their behaviors. Among other guidelines, they say that if a child behaves differently than you expect, do not assume you are a bad parent. Nor should you assume that the child is deliberately misbehaving. However, the temperament may require some special handling. Parents may find it helpful to read books by Osman (1979), Silver (1998), and others, as well as the materials prepared by the LDA Early Childhood Committee. These can be obtained by contacting the national LDA office, 4156 Library Road, Pittsburgh, PA 15234. It is important to remember that the population of children with learning disabilities is heterogeneous. The children are similar because they all have adequate hearing, vision, mental ability, and many strengths, but their specific disabilities and symptoms differ. Therefore, not all of the suggestions provided below are applicable, but we begin with general recommendations. Every child is unique; all can contribute to the joys of family life. Find special times and jobs that allow the child to contribute to the group. Try not to expect more than the child is capable of doing, but expect the best that he or she can produce, with and then without assistance. This may mean that the child will have to be taught simple skills, and that complex tasks will need to be taught step by step. For instance, learning how to button may begin with the last movement - just pulling the button through the button hole. Learning how to set the table for a meal might begin with putting a fork by each plate. Cleaning one's room may require showing which toys will fit on a particular shelf or in the correct box. Many of these skills are needed to help the child gain independence. Provide the initial assistance and then gradually reduce the supports as the child makes progress. Many children want to be independent, long before they are capable of doing some things on their own. Parents and teachers are often ambivalent about letting children perform certain skills independently. For example, climbing the steps on a sliding board requires some degree of sure-footedness, as well as visual and visual-motor skills. Crossing the street requires very careful visual scanning and time estimation. Some children with learning disabilities will need careful guidance and instruction in order to master these skills because of attention and processing weaknesses. Gradually the supports can be reduced so the child can perform independently. Give clear, simple explanations, particularly if children have language problems. They may not understand the vocabulary, lengthy instructions, and complex sentences used at home or in school. Our guideline is firmness with warmth, together with consistency. One of our primary goals is to excite children about the learning process. Parents and teachers who enjoy learning themselves can convey such an attitude to their children. Many infants and toddlers seem to be naturally curious as they look at objects, explore them, turn them, try to move them, etc. By watching their eyes and hand movements, long before they can talk, children seem to be asking What's this? What can I do with this? How does it taste? Can I push it, roll it, bang it? As they sit in a high chair banging with a spoon, they become aware of the sound of metal against metal, or metal against wood. When taking a bath, they learn how to splash in the water, and, if given certain toys, they may acquire the rudiments of the concept of floating and sinking. As they play with pots and pans, they learn about shapes, sizes, and the beginning of seriation, an important concept for early mathematics. Some researchers in the field have found that children with learning disabilities are inactive learners. While the bases for this inactivity are not clear, adults can develop a spirit of inquiry by guiding the child's listening and looking, by showing excitement and wonder about even simple events in the world. Some parents do this automatically. I remember seeing a mother and toddler looking intently at something on the sidewalk, and as I approached, I noticed they were studying a caterpillar. Mother was guiding the child's looking and using words such as fuzzy, crawling slowly, etc. She, like many other parents, was fostering learning, language, and intellectual curiosity. One does not have to have fancy toys to excite children. Many children can be content with a pail, a shovel, some sand and water if we guide them to see what can be done with such objects. Take a walk around the block, look at the trees and the bushes, feel the bark of the tree, smell the flowers, look at the grass, the gravel, the cement and talk about what is hard, smooth, rough, and pretty. One of our goals is to provide the basis for life long learners as suggested by Calkins with Adellino (1997). Many children naturally put groups of objects together because they are the same color or shape, or because of their use. If given blocks, toy cars, cups and saucers, they notice similarities and differences, a critical skill for all learning. However, some children with learning disabilities have problems with conceptualization (Lewis, Strauss, & Lehtinen, 1960). They do not notice similarities or observe the most relevant attributes. If given groups of objects they tend to sort on the basis of an insignificant detail (e.g., they all have lines on them) or they are inflexible which means that if given sets of blocks, they may be able to sort by color, but not shape. Because categorization is such an important part of learning, we include it in most of our lessons. We guide children to note how shoes, pencils, apples, coats, and other objects are alike because words represent concepts. In order to understand apple, children must note that they can be different colors and sizes, but are alike in many ways. Parents can help with this categorization process when they go to grocery stores, parks, zoos, and other places to note how things in certain areas are similar. The grocery bag can be used for many conceptual and language tasks. When putting things away, encourage the child to help and to note which things go in the freezer, in the refrigerator, and in cupboards. Note which things are in bottles, cartons, or cans, and call attention to foods that need to be cooked before they are eaten and which do not. The same type of classification activity can be done with the laundry, or objects in a workshop, and even in the child's own room. The important thing is to help them categorize, and reclassify objects so they become flexible thinkers. Later, we encourage them to note how words are alike. When children have delayed language, some parents tend to talk less to them. While some reduction of language may be helpful, children need good stimulation. In his book, Talk with Your Child, Wiener (1988) emphasizes the importance of informal, unstructured conversation to guide children's learning. Although his focus is on normally developing children, he said that parents should talk while they are doing things with the child to enhance vocabulary and concepts. For example, if the child wants something to eat, the parent might externalize his or her thinking - Let's get a banana; uh, oh, this one is not ripe; it is too green. How shall we peel the banana? I can't eat the peeling. What color is the peeling? It's yellow; what color is the part that we eat? - it's white. Wiener says that when carrying on such dialogues, even if the child cannot speak, parents should wait for some type of response. This kind of social interaction strengthens the interpersonal relationship as well as verbal learning. Guide the child's language comprehension Many parents of children with delayed language are concerned about their lack of ability to speak or to put words together in sentences, but in reality, the first step is to make certain they understand language. We do not ask children to say words that they do not understand because they will not be able to use them for communication. When helping children comprehend new vocabulary, we emphasize that words are concepts. As stated above, words are not simple associations. Often, normally developing children as well as those with language problems use overextensions. That is, they call all liquids juice. Others may use underextensions; all juice is orange. Gradually, with varied experiences, their word meanings approach those of adults. However, vocabulary acquisition goes on throughout life. It is important to remember that in English, the same object can have more than one name (e. g. , rug, carpet), and the same word may have several meanings (e. g. , bill, back). Many children with learning disabilities have problems understanding words with multiple meanings, particularly those that change with the context . For example, children probably first learn the word letter when it refers to an envelope that is sent or received in the mail. Later, however, the word letter will refer to a part of the alphabet. Most normally achieving children seem to abstract these word meanings more easily than those with language learning disabilities. Therefore, when children start to school, teachers and parents need to make certain they understand word meanings in new contexts, particularly the language of instruction (Johnson, 1999). We have seen many 7 and 8 year olds with learning disabilities who did not understand the terminology used in reading instruction. For example, when asked to point to a letter or a word, they were confused. Many also have difficulty with words representing time and space (e. g. , before, after, between). When this is the case, they might fail tasks they could otherwise master if the vocabulary in the instructions were clarified. Words representing time, space, and quantity are often difficult. Children may have difficulty comprehending words such as in, on, under, over, and between; some comprehend these words in three dimensional, but not two dimensional, space. Simple demonstrations while saying in the box, under the box, etc. may be helpful. Many words are difficult to comprehend because the referent is not visible. Unlike words such as table, big, or sharp, which can be observed, abstract words are learned in context from other words. For example, a parent might say that an honest person tells the truth. In order to understand honest, one must understand the other words in the sentence. We try to reduce the amount and level of language so children understand new and difficult word meanings. It may be necessary to help your child with the language of feelings. Some do not understand words such as sad, angry, or embarrassed. Let your children know how you feel in various situations also. Help the child comprehend and remember longer units of language Some children can comprehend single words or short phrases, but they have difficulty understanding the meaning of sentences and stories. When children have difficulty listening to stories, it is often helpful to speak slowly, to repeat phrases or sentences, and when necessary, use pictures to illustrate the meaning. Verbal discipline may also be problematic. Make certain the vocabulary is clear and that directions are not too lengthy. Show the child what to do if he or she does not understand verbal instructions. Do not call attention to expressive language weaknesses Language is first and foremost a form of communication. We recommend that parents and teachers never interrupt a child's flow of thought when he or she is trying to communicate. In certain instances, when children cannot recall a word, it may be helpful to give a multiple choice question, or the first sound of a word. For example, if the child is trying to recall the word juice, the parents might say, Do you want juice or milk? This type of question will allow children to use the word and to provide practice. In general, we think the parents should not correct grammar or pronunciation. Although many parents attempt to correct occasional mistakes, when problems are evident, a specialist should provide the instruction. Meanwhile, the parents should make every effort to communicate in other ways, through gesture and pantomime if necessary. Never bribe a child to say a word or sentence correctly. Make the verbal interactions as pleasant and meaningful as possible. Listen to children. Make certain they have opportunities to contribute to family discussions. Engage the child in early literacy activities Literacy refers to many oral language, reading, and writing activities, all of which are intertwined. Reading to children strengthens oral language and introduces them to various forms of discourse such as stories, fairy tales, and poetry. Reading signs, labels, or thank you notes helps them understand relationships between oral and written language and emphasizes meaning. Sometimes, children with language disorders do not like being read to because they cannot process all of the information. In these cases, we suggest that parents read the pictures and reduce the language level so that the child comprehends. Wiener (1988) recommends extensive reading of pictures to build vocabulary, descriptive language, and the basis for simple narratives. From a single action picture (e. g. , a child eating soup or cereal), one can ask countless questions about the objects, the actions, how things might taste, whether the soup is hot, the kinds of soup the child does or does not like, as well as simple inferential questions. Studies of older students with reading comprehension problems indicate they have difficulty answering inferential questions. Therefore, we introduce such questions in the early childhood years. For example, Do you think this boy likes the cereal? How do you know? Look at his face. While reading, we also suggest that parents stop periodically and ask the child questions about the story. Sometimes, it is helpful for the parent and child to take turns asking questions about the content. When looking at a can or carton of food, one might ask, Which word do you think says milk? Encourage the child to read signs such as stop, exit and words on doors such as boys, girls, push, etc. The groceries from the market can be used for many purposes including reading labels. The primary goal is to make certain that children understand that reading is a meaningful act. It is not learning the alphabet. Although studies indicate that learning letter names predicts early reading, in some instances, we focus on the sounds of the letters rather than the names since the letter names do not really aid the reading process per se. Furthermore, remembering 26 non meaningful figures may be too difficult for some children. Several studies in recent years have found that phonemic awareness is related to early reading. Therefore, we encourage parents to play listening games in which they identify objects that begin or end with a particular sound (i. e. , Find all the things that start with m, using the letter sound not the letter name). Blending is often difficult for poor readers so we ask children to point to the picture that goes with what I say - M - A - N. It is usually easier for children to recognize the object than to say or blend the sounds themselves, but both activities are beneficial. Rhyming games are also encouraged. In order to strengthen visual processes and whole word recognition we suggest that when parents read to children they ask them to find letters or words that look the same. For an independent activity, we suggest the parent cut out a page from an old magazine or a page of print and ask the children to circle words that look the same. Parents might highlight a high frequency word such as the, and ask the child to find others that look the same. Early writing is also an important part of literacy. By age 3, most children can draw a circle; by four they can draw a square, and by five they can draw a triangle as well as the rudiments of many letters and numerals. They also draw pictures of people, houses, and simple objects. Many preschoolers enjoy pretend writing, which is an important part of development. If one analyzes their scribbles carefully, it is possible to see wordlike strings of figures and drawings interspersed with letters. All of these activities should be encouraged. Do not try to achieve perfect copying or production of letters and numbers. Rather, let the child engage in writing as a communicative act. When children can copy letters, however, we use the opportunities that arise from going shopping. Encourage children to help write the grocery list by copying one or two words from empty cartons and boxes. Not only will the children feel helpful, but they will begin to realize that writing is an aid to memory - one of the important functions of writing. Invented spelling is also encouraged as a part of meaningful writing. When a child writes ILVU (I love you) on a note, be aware that this is good developmental spelling. The child is beginning to identify certain sounds and associating them with letters. Many young children with learning disabilities have significant problems with visual-motor integration. Some do not know how to hold a pencil or draw the simplest figures. In these cases, an occupational therapist or specialist in learning disabilities may be needed. Parents can, however, assist by having children draw figures in sand, make designs with finger paint, etc. Often we suggest that parents purchase or make templates (stencils) from cardboard or styrofoam so the child can trace inside the boundaries. We make basic shapes and simple outlines of figures such as an apple, a kite, or a fish. As children trace around the boundaries of the figures, they learn the motor patterns and, when the stencil is removed, they see a product that is better than one they can produce from copy. Introduce mathematics as a meaningful, pleasurable activity, not a rote memory skill. While most parents play simple counting games and sing number songs (all of which are helpful), we also recommend activities which strengthen the language of mathematics and one-to-one correspondence. Some children with learning disabilities have difficulty counting systematically; others have difficulty with words such as more, less, few and other relational terms. Encourage children to help estimate, measure, pour water or milk, not only to learn some of the quantitative terms but to help them acquire certain visual- spatial-motor skills. Simple games with dominoes can be used to match quantities, to strengthen counting skills and one-to-one correspondence. When reading to children, have them note the numbers of the pages and say them. Some youngsters learn to count, but they do not learn how to read numerals. Seriation (ordering objects according to size) is an important aspect of mathematics which parents can encourage. When children are given pots and pans of various sizes to stack in order, they are learning the rudiments of seriation. When they stack various size rings on a peg they also learn about the smallest and largest figures. Simple problem solving can begin with activities such as setting the table. How many more forks do we need? Do we have enough spoons? These same types of activities can be used when playing games— Do we have enough players, cards? etc. Many simple board games with dice are excellent ways of teaching counting, one-to-one correspondence, and turn taking. Some learning disabilities interfere with a child's ability to play and acquire social skills. One does not usually think about having to teach children how to play, yet consider the visual-spatial, language, and symbolic skills that are needed to play with blocks, a doll house, trucks and cars in garages, making sand castles, etc. While we do not want to make work out of play, in order for children to play unsupervised or to participate in groups, adults may need to show them how to stack blocks so they do not fall, to pretend, to dig in the sand, and to play simple games. We can prepare them for group activities by teaching the subskills in advance. Throughout all of these activities, take time to enjoy the children and have fun. Laugh at incongruous situations, and allow for the learner's leeway. Everyone makes mistakes and we can learn from them. Musical skills may come easily for some children with learning disabilities, in which case they can be used as a way to teach certain early reading skills such as rhyming. We often use songs the child knows (e. g. , Happy Birthday) as a way in to reading. Other children need help in listening to rhythm, beat, and tempo so they can participate in group activities. In these cases, we encourage parents to clap or march with the children in time to the music. Many students with learning disabilities have problems understanding the language of time, the calendar, saying days of the week, months of the year, telling time, and estimating time. Therefore, we recommend work in this area at many age levels. During the early childhood years, words such as early, later, today, tomorrow, etc. can be emphasized. Mark school days on a calendar with a special color, and perhaps keep simple weather journals illustrating sunny or rainy days with simple drawings of a sun or raindrops. Some, but not all, children with learning disabilities have problems focusing and maintaining attention. In these cases, we recommend structure, reduction of stimulation in the environment, and quiet, but firm discipline. The goal is not to punish, but to create an environment in which the children can succeed. They may need help with organization by breaking down complex tasks and by giving them an orderly sequence of activities. Develop each subskill to achieve automaticity. Create situations where parents and teachers can say Good Work! Children with special needs often have special gifts - gifts such as sensitivity, perseverance, tenacity, and resilience. These gifts are far more important than perfect recitation of the alphabet or copying letters. All children can make progress, but the rate and amount of improvement varies. Try to build on the child's strengths to build his or her sense of self-respect. Help the child realize the value of people in all walks of life as you go about daily routines. There is a place for everyone. When things do not seem to go as well as expected, it is often helpful to contact teachers, physicians, and other specialists for suggestions. Parents need time out and opportunities to talk with parents of children with similar problems. Many communities have support groups that may be beneficial. Parents learn from each other and can share strategies that were most helpful for them. Doris Johnson is a professor in the Department of Speech and Director of the Learning Disabilities Center at Northwestern University, Evanston, Illinois. Dr. Johnson served for many years as Chair of the LDA Professional Advisory Board.Early learning
Symptoms associated with learning disabilities
Help for young children
Focus on the child's strengths, not the weaknesses
Set reasonable expectations
Provide the guidance needed for independence
Maintain consistent discipline
Foster intellectual curiosity
Help children classify and categorize objects
Provide good language models and stimulation
Encourage early mathematics and number activities
Help the child learn to play
Encourage children to listen to music and to develop a sense of rhythm
Teach simple time concepts
Provide structure for children with attention problems
About the author
LDA Newsbriefs, Sep/Oct & Nov/Dec 1999, Vol 34, No. 5 & 6.
Learning Disabilities Association of America
Reprinted with permission


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According to this quote from "applicability" section of PCI DSS it's not:
The primary account number is the defining factor in the applicability of PCI DSS requirements. PCI DSS requirements are applicable if a primary account number (PAN) is stored, processed, or transmitted. If PAN is not stored, processed or transmitted, PCI DSS requirements do not apply.
But does it mean that it is not applicable at all? Or just that I'm not obliged for fulfill these requirements? If I want my solution (application) to be secure (= to be recognized as secure by large enterprises), should I implement the requirements anyway, or should I invest my time to some other set of recommendations? In other words - would the PCI compliance give me some credit when selling an application that is not dealing with payment cards, or is there some other, more generic standard?


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I'm trying to use Microsoft's User Profile Service Replication Engine that packs with the Sharepoint 2010 Administration Tools download and I'm running into problems.
Specifically I am endeavouring to use the Start-SPProfileServiceIncrementalReplication
commandlet with something like this:
Start-SPProfileServiceIncrementalReplication -Source http://sourceserver:1234 -Target http://targetserver/my -DoSocialReplication -Credential $credentialvar
I have configured $credentialvar
to use the credentials of a user who has Local Administrator and Farm Administrator rights on both source and target server.
The response I get to this is "Argument Credential does not have enough permissions to access web service."
The problem I am having is that it isn't telling me, and I don't know where to find out, what web service is causing the permission error, or indeed what server I should be looking on. Does the Replication Engine log this information anywhere? Will the SharePoint logs tell me? I can include a -EnableInstrumentation parameter but I can't work out what that actually does.
I feel like I'm having to perform fine needlepoint blindfold, in the dark, with boxing gloves on. It is a touch frustrating. Can anyone recommend how I can find what is causing the problem so I can progress forward to the next inexplicable error message.
Edited to add: Tracing the HTTP request reveals that my first POST request to http://targetserver/_vti_bin/userprofilechangeservice.asmx
is returning the following message: soap:Server Server was unable to process request. ---> Access Denied: Only administrators can call GetChanges
I am using credentials as a local machine administrator and a farm administrator for both SharePoint sites, so I'm not sure how much more administrator I can be.


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2014 SUV of the Year: Meet the Contenders
Some exciting new SUVs and crossovers arrived this year, and it's our job to evaluate all of them and name one our SUV of the Year. Competition this year is stiff, with many new and refreshed models gunning for the golden calipers. Here's a rundown of the contenders.
Acura MDX - Acura's seven-passenger crossover is redesigned this year, shedding weight while also growing in size. A direct-injected 3.5-liter V-6 makes less than the previous 3.7-liter at 290 hp and 267 lb-ft of torque, but mpgs are up significantly thanks in part to the weight loss program. The restyled exterior brings the model up to date with the rest of the lineup, and borrows the Jewel Eye LED headlights from the RLX.
Audi Q5 - Audi's small crossover range was refreshed for 2013, gaining an exterior face-lift and a new diesel engine and hybrid powertrain. A 3.0-liter turbodiesel V-6 making 245 hp and 428 lb-ft of torque powers the Q5 TDI, while Audi's ubiquitous turbocharged 2.0-liter I-4 pairs with an electric motor for the hybrid model. A new version of the supercharged 3.0-liter V-6 powers the sporty 354-hp, 347-lb-ft SQ5.
BMW X1 - Though it took a couple years to make it to our shores, the BMW X1 was worth the wait. With its last-gen 3 Series underpinnings, the X1 is arguably more wagon than crossover. Two engines are offered, including BMW's turbocharged 2.0-liter I-4 and a U.S.-exclusive turbocharged 3.0-liter I-6 with 300 hp.
Buick Encore - The Encore stretches the definition of crossover with its diminutive size, but with plenty of tech, an attractive base price, and a characteristically Buick interior, the tri-shield brand just might be onto something. All Encore subcompact crossovers are powered by a turbocharged 1.4-liter I-4 making 138 hp and 148 lb-ft, and route power to the front or all four wheels through a six-speed automatic.
Dodge Durango - The Grand Cherokee-based Durango gets a refresh for 2014, bringing updated styling and Chrysler Group's eight-speed automatic transmission to the three-row SUV. The 3.6-liter Pentastar V-6 and 5.7-liter Hemi V-8 return, but with higher EPA ratings thanks to the eight-speed and its new Eco mode.
Hyundai Santa Fe - The Santa Fe Sport was featured in last year's competition, and now it's the long-wheelbase, three-row standard Santa Fe's turn. The car sports the same "Storm Edge" design language as the Santa Fe Sport, but gets a 290-hp direct-injected 3.3-liter V-6 in place of the smaller variant's four-cylinder offerings. Can it succeed where the Santa Fe Sport couldn't?
Jeep Grand Cherokee - Like its Dodge Durango platform-mate, the Grand Cherokee receives a refresh for 2014. Along with the eight-speed transmission and revised styling, the Grand Cherokee also gets a new 3.0-liter EcoDiesel V-6 option producing 240 hp and 420 lb-ft. The Jeep is available in four drivetrain choices, including a 3.6-liter Pentastar, 5.7-liter Hemi, 6.4-liter Hemi for the SRT8, and the aforementioned diesel.
Kia Sorento - During its tenure in the Motor Trend test fleet, our long-term 2011 Kia Sorento wasn't a staff favorite. For 2014, Kia gave the Sorento a new chassis, replaced the old 3.5-liter V-6 with a more powerful 3.3-liter unit, and refreshed the crossover's styling inside and out. A direct-injected base 2.4-liter I-4 is also new, as is standard electric power steering and UVO infotainment system.
Range Rover Sport - The Range Rover Sport is redesigned for 2014, with a longer wheelbase and mostly aluminum sheetmetal to match the styling of the big-daddy Range Rover and smaller Range Rover Evoque. Two supercharged engines are offered, including a 510-hp 5.0-liter V-8 and 340-hp 3.0-liter V-6. All models come standard with a torque-splitting four-wheel-drive system and a posh driver-centric interior.
Mini Paceman - We don't know how many Mini fans clamored for a two-door version of the Countryman, but whatever the number Mini thought it was enough to build one. The Paceman is offered with the same drivetrain options as its four-door Countryman sibling, including naturally aspirated and turbocharged 1.6-liter I-4 engines and six-speed manual or automatic gearboxes. Mini offers the Paceman for would-be Cooper buyers who want something bigger.
Mitsubishi Outlander - Mitsubishi redesigned the Outlander for 2014, ditching the previous model's Evo-like front end for a more conservative look. Though the crossover receives carryover 3.0-liter V-6 and 2.4-liter I-4 engines, a body that's around 200 pounds lighter and more aerodynamic helps the Outlander achieve better fuel economy. Combined with a redesigned interior and available all-wheel drive, that fact may spell a comeback for the troubled brand.
Subaru Forester - The previous-generation Subaru Forester took home SUV of the Year in 2009, and with a new Forester out for 2014 the crossover is up for the award again this year. The 2014 Subaru Forester grows slightly, and gains new bodywork and more interior space. The old four-speed automatic has been replaced by a CVT, and a six-speed manual transmission is new.
Toyota RAV4 - The originator of the "cute 'ute" segment, the Toyota RAV4, gets back to its small crossover roots by shrinking in size slightly. The RAV4 also gets new interior and exterior styling, a carryover 2.5-liter I-4 as the only engine choice, and a new six-speed gearbox.
Find out which contender will become the 2014 SUV of the Year on Thursday, October 10 at 3:30 a.m. PDT.
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Officers responding to a 911 call on the night of Feb. 4 found Dr. Tomasito Virey's body in a bedroom in the home of a relative in the Buffalo suburb of Amherst, N.Y., said Capt. Enzio Villalta of the Amherst Police Department.
Authorities were awaiting the results of toxicology tests before ruling on whether the death was an accident or a suicide. Prescription drugs were found in the home, Villalta told The Associated Press.
The timing of Virey's death was an odd twist to an investigation that exposed the illegal distribution of more than 5 million highly addictive oxycodone pills with a street value of at least $170 million, resulting in charges against Virey's former boss, another doctor and about 20 alleged drug traffickers. Authorities in New York City didn't disclose the death when they announced the takedown of Astramed Physicians in the Bronx in press releases on Feb. 5.
According to two law enforcement officials, Virey had been a target of the probe and was in contact with law enforcement before his death, though there were no plans to arrest him on Feb. 4. The officials declined to discuss whether he was cooperating in the investigation and therefore might have known the raids were occurring.
The officials spoke to the AP on condition of anonymity because they weren't authorized to publicly discuss Virey's status in the case.
Virey, 59, of Manhasset, N.Y., was the subject of an NBC affiliate's news report in 2012 that alleged that the Astramed pain management clinic he was running had become a "pill mill." The report cited state Department of Health records showing that he wrote 3,208 prescriptions for the painkiller oxycodone in 2011 - more than any other doctor in New York.
Virey told the television station that he examined every patient and legitimately prescribed the pain medications, adding, "Once I see the patient is addicted, I refer them for detoxification, like rehab."
After the bad publicity, Virey scaled back on the prescriptions and eventually turned the operation over to another doctor he knew in 2012, authorities said. That doctor was arrested on charges alleging he wrote 18,700 prescriptions for more than three million painkiller pills in less than two years.
Authorities allege the other doctor conspired with drug crew leaders who recruited runners to pose as patients paying $300 for each visit but who were never examined. Once the prescriptions were filled, the pills were sold on the street for up to $30 each.
Associated Press Writer Carolyn Thompson in Buffalo contributed to this report.


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Father God established His calendar in the beginning. Specific events are listed during the first week of creation that show He set his calendar in motion. On the first day, He established that "evening" and "morning" equal a "day". On the fourth day, He established the method of keeping track of days. On the 7th day of creation, He established the Sabbath day.
Genesis 1:1-5 "In the beginning God created the heaven and the earth. And the earth was without form, and void; and darkness was upon the face of the deep. And the Spirit of God moved upon the face of the waters. And God said, Let there be light: and there was light. And God saw the light, that it was good: and God divided the light from the darkness. And God called the light Day, and the darkness he called Night. And the evening and the morning were the first day."
Genesis 1:14-19 "And God said, Let there be lights in the firmament of the heaven to divide the day from the night; and let them be for signs, and for seasons, and for days, and years: And let them be for lights in the firmament of the heaven to give light upon the earth: and it was so. And God made two great lights; the greater light to rule the day, and the lesser light to rule the night: he made the stars also. And God set them in the firmament of the heaven to give light upon the earth, And to rule over the day and over the night, and to divide the light from the darkness: and God saw that it was good. And the evening and the morning were the fourth day."
Genesis 2:1-3 "Thus the heavens and the earth were finished, and all the host of them. And on the seventh day God ended his work which he had made; and he rested on the seventh day from all his work which he had made. And God blessed the seventh day, and sanctified it: because that in it he had rested from all his work which God created and made."
Later, when he had chosen a people for himself to be set apart from the world, he gave them 10 rules to follow called "commandments", and He told them to remember the special Sabbath day and to keep it holy.
1. You shall have no other gods before Me.
2. You shall not make idols.
3. You shall not take the name of the LORD your God in vain.
4. Remember the Sabbath day, to keep it holy.
5. Honor your father and your mother.
6. You shall not murder.
7. You shall not commit adultery.
8. You shall not steal.
9. You shall not bear false witness against your neighbor.
10. You shall not covet.
He wrote these rules into stone with his own finger, and He signed them with his name "Yahuah" as a covenant between them. There are 8 "Do Not" rules and 2 "Do" rules. He said if they chose to obey them, it would bring life and blessings. If they chose to disobey them it would bring curses and death. He encouraged them to teach their children these commandments and pass them on to each generation.
The 4th commandment is to remember to obey His Sabbath day and keep it holy. This is His Sabbath Calendar.
#4. Remember the Sabbath day, to keep it holy.
When is Sabbath and how do we keep it holy?
Exodus 31:13 "Speak thou also unto the children of Israel, saying, Verily my Sabbaths ye shall keep: for it is a sign between me and you throughout your generations; that ye may know that I am the Lord that doth sanctify you."
There are 4 Sabbaths each month. A month is about 29 evenings mornings (days) long on Father God's Calendar.
The sighting of the moon by two witnesses begins the month, next work 6 days, then rest 1 evening and morning (Sabbath day) and repeat this cycle 3 more times to complete the month.
The next month begins with sighting of moon by two witnesses, next work 6 days, then rest 1 evening and morning (Sabbath day), repeat cycle 3 more times to complete the month.
These are the cycles of the Sabbath Calendar!
We are instructed to keep the Sabbath day holy!
Exodus 20:11 "For in six days the Lord made heaven and earth, the sea, and all that in them is, and rested the seventh day: wherefore the Lord blessed the Sabbath day, and hallowed it."
The scriptures tell us the New Year begins when the barley is ripe for harvest and the next sighting of the moon takes place (this usually takes place during mid March-April time of year on the Gregorian man-made calendar). The first appointed feasts of the year begin during the first biblical month according to the barley harvest and the sighting of the moon. The following months of the year continue the cycle of the Sabbath calendar by sighting the moon each month to establish the days for work, Sabbath rests, and any appointed feasts for that month.
There are 7 appointed feasts that are to be celebrated on specific dates during the year according to the scriptures. These are "appointed" dates Father God has scheduled and are not man's calendars and man's traditions for holidays. One must understand and obey the Sabbath days to understand when to keep the appointed feasts. We will go over these in the next story about Father God's Calendar.
Faith in Father God's only begotten son, Jesus, Yahusha (Yahuah saves) brings us into a right relationship with Father God, and because we are forgiven and have been adopted as his children, we can walk in a right relationship with Father God. We walk with Father God as we love him, think about him, and obey his commands.
He established the calendar schedule for blessings and life. We are to Work, Sabbath Rest, and Celebrate appointed Feast Seasons with Father God at the days and times he established. We do not need a blood sacrifice, ritual, building, or man-made tradition to meet with him, because of the perfect gift of Jesus Yahusha. He is Lord of the Sabbath. He said the Sabbath was created to bring blessings into the life of those who keep it. Obeying Father God's commandments and calendar is where blessings and power flow into the lives of those who will believe and obey.
Jesus said that if you accept and obey him, the same spirit that dwelled in him will also dwell in you. The Holy Spirit of God worked through him to do all of the miracles he did during his time on earth, and raised him from the dead on the third day. This spirit is able to work through you and empower you to do even more miracles than he did.
However, I believe the reason the followers of Yahuah Father God today have very little blessing and essentially no power in their daily life to help others is because they don't follow His calendar and obey the true Sabbath and appointed time for Feasts. Instead they have put a different calendar created by men in it's place. They choose to worship on Sunday, or Friday, or Saturday instead of the true Sabbath.
Jesus told us to continue with the way he showed us freely giving in love because it had been freely given to us.
Are we doing the "great commission" Jesus gave us by healing the sick, casting out demons, feeding the hungry, giving drink to the thirsty, setting the captives free, and meeting the needs of those around us, and sharing the good news with all those we meet?
Or are we unable to fulfill his instructions? Are we too far in debt, financially lacking, too physically feeble and weak in our own lives to meet this command of Jesus?
Why? Jesus said "Man's traditions nullify the power of God in people's lives."
We need to understand the importance of keeping the true Sabbath in honoring Father God. We need to implement keeping the Sabbath day holy. What does Father God want from a Sabbath? The same instructions Jesus Yahusha gave us.
Read Isaiah 56-58.
Read Matthew 25:31-46
The sighting of the moon begins each month's Sabbaths and the barley harvest begins each year's cycle of Sabbaths and Feasts with Father God. Check out the next post about the Calendar of Father God.
Be wise and be blessed!


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Chromag LIFT Saddle : SILVER
by Chromag
Original price
Original price
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NEW Chromag LIFT Bicycle Saddle : SILVER
SHIPPING NONSTOP CICLISMO ships worldwide. You will receive an order confirmation email as soon as your order is processed and payment is received. You will receive a follow up email with the shipping information once your order has been shipped. COMBINED SHIPPING NONSTOP CICLISMO offers shipping discounts on all multiple purchases, basing the cost on the largest/heaviest item to ship plus $1 per each additional item (Due to size, water bottles ship at an additional $2 each). Follow the steps below to receive combined shipping: Select the items that you want by clicking the "Buy It Now" for each one. Do not pay for them individually. Once you have selected all the items you may send an email requesting the total for you items. We will combine your purchases and send you an invoice which you may pay through Paypal. Occasionally the shipping charge is calculatedly incorrectly by the eBay Shopping Cart. We check all incoming orders to ensure shipping is charged appropriately. If you have been overcharged during the checkout process we will refund the overpayment directly to your Paypal account when we process the order. SHIPPING TIME Items are typically shipped within 1-3 days of purchase. When your item has shipped, you will receive a notification email containing the shipping details. With this number, you have 24-hour access to monitor the progress of your package via the website of the shipping provider for the following services: UPS (all services) USPS Priority Mail (Domestic) USPS Express Mail (Domestic) USPS International Express Mail. International orders shipped via USPS International Priority Mail do not received full tracking information *(see below INTERNATIONAL SHIPPING). Please note that once we have delivered the package into the hands of USPS, NONSTOP CICLISMO is not responsible for the delivery time or arrival of the package. DOMESTIC SHIPPING Shipping is available via UPS / USPS First Class and Priority Mail. Expedited shipping is available for additional charges. *Free shipping for domestic orders over $100 shipped to contiguous 48 states *(exceptions are larger items such as bicycles, trainers, travel cases and framesets). INTERNATIONAL SHIPPING Shipping is available via USPS International Priority or International Express Mail. The USPS website does not offer comprehensive tracking information for the Priority Mail service. If you require full tracking for the package we recommend the Express Mail service - its well worth the additional price for reliability of the service alone. We've discontinued offering the USPS International first class shipping as we had many packages not reaching their destination. Orders shipped via USPS International Priority mail typically arrive within 6-10 days after shipped. We have, however, experienced delivery times of up to 6 weeks due to delays postal networks and customs. USPS International Express mail service costs a bit more than Priority Mail but it is fully trackable and takes approximately 3-5 business days to arrive. INTERNATIONAL SHIPPING - IMPORT DUTIES Import duties, taxes and charges are not included in the item price or shipping charges. These charges are the buyer's responsibility. Please check with your country's customs office to determine these additional costs BEFORE bidding/buying. These charges are normally collected by the delivering freight (shipping) company or when you pick the item up; do not confuse them for additional shipping charges. International Priority Mail service should normally arrive within 6-10 days after shipped. We have, however, seen packages take up to 6 weeks due to delays in customs (this service does not provide tracking information). USPS International Express Mail normally arrives within 5 days and is the only trackable service. PLEASE NOTE THAT CUSTOMS WILL DELAY SHIPPING. CHECK-OUT PROCESS Click the Buy It Now button at the top of this listing to proceed to checkout and process payment for your item. For multiple purchases: Once you have made your selections you may send an email requesting the total for your order prior to payment. We will combine your purchases and applying appropriate discounts and send you an invoice which you may pay through Paypal. SALES TAX Sales tax for all orders is accessed and added where applicable by eBay. RETURNS Please refer to individual listing for item specific return policy. Items from our closeout category are sold "as-is" and are not eligible for return. Items on markdown may be returned for store credit. NONSTOP CICLISMO accepts the return of unused merchandise in its original packaging with tags attached up to 30 days from the date of purchase, Items not sold on closeout or markdown may be returned for exchange, store credit or refund. Returns for a refund are subject to a deduction if the items returned are not received in brand new condition as shipped. A copy of the original invoice must accompany your return. All returned merchandise must be in new and unused/uninstalled condition. PLEASE ALLOW 2-3 DAYS FOR RETURNS AND EXCHANGES TO BE PROCESSED. FEEDBACK If for any reason you feel that your order or our service did not meet your expectations please contact us so that we can make it right for you! |


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Editor's Note: Ilyse Hogue is co-director of Friends of Democracy, a super PAC aimed at electing candidates who champion campaign finance reform. She is the former director of political advocacy and communications for MoveOn.org and has been a senior strategist to Democratic and progressive groups, including Media Matters for America, Public Campaign and Rebuild the Dream. She is a regular contributor to The Nation magazine.
Story highlights
Ilyse Hogue: Ohio secretary of state's 11th-hour directive could invalidate provisional ballots
She says it's part of GOP push to confuse election process to suppress certain voters
She says GOP pushed through voter ID laws in 33 states on made-up claim of voter fraud
Hogue: Systematic efforts to keep people from voting threaten entire democratic process
One day before the election, tensions are running high and poll numbers are being crunched every few hours. Nowhere is this truer than in Ohio – the pathway to victory. So there was a collective gasp Friday when a last-minute directive from Ohio's secretary of state, a Republican, threatened to invalidate a number of provisional ballots.
When the fate of the nation could hinge on a handful of votes, arcane state rules and local politicians' motives take on a new urgency.
Earlier last week the Obama campaign complained to Wisconsin's attorney general about what it said was "willful misrepresentation" by the Romney campaign in the materials used to train Election Day poll watchers. At issue was whether people in Wisconsin with felony convictions could vote. (They can, once they complete their sentences, but the Romney documents had said they can't.) Given that this fact can be Googled in less than 10 seconds, one must conclude the Romney campaign was either grossly ignorant of election law or intentionally deceiving volunteers in an effort to swing the vote.
This election year is the culmination of years of Republican efforts to foment confusion and fear to keep certain Americans from voting. That is a subplot of this election, but one that will have massive consequences. In close and bitterly fought elections, there's far more at stake than who occupies the White House: Americans' belief in the integrity of our democracy hangs in the balance.
These efforts are pernicious, pervasive and professionalized. In a recent New Yorker article, Jane Mayer profiled Hans von Spakowsky, a legal fellow at the conservative Heritage Foundation who has been hyping the myth of voter impersonation fraud since 1998, despite mountains of evidence refuting his claim. (The Brennan Center for Justice has concluded that many more people are struck by lightning than commit in-person voter fraud.) Rep. John Lewis – a civil rights hero who bled to get all Americans the right to vote – describes von Spakowsky as waking up every morning thinking "What can I do today to make it more difficult for people to vote?"
Stay up to date on the latest opinion, analysis and conversations through social media. Join us at Facebook/CNNOpinion and follow us @CNNOpinion on Twitter. We welcome your ideas and comments.
Spakowsky is a close adviser to True the Vote, a Houston-based organization funded by wealthy conservative donors that has led challenges against the registration of minority voters across the country.
Because of these challenges, thousands of Americans who have voted reliably in the same place every year have had to attend formal hearings to defend their registrations or be disqualified from voting. The group has been so aggressive and so inaccurate in its work that Rep. Elijah Cummings has said it could "amount to a criminal conspiracy to deny legitimate voters their constitutional rights."
The backbone of the voter suppression movement has been the national push to institute a labyrinth of voter identification laws. Thirty-three states have passed such laws since 2009.
Opinion: What's really at stake in election 2012
The result has been confusion and sloppy implementation as overburdened poll volunteers have had to memorize constantly changing regulations. Meanwhile, millions of Americans, including tens of thousands of seniors, will be disenfranchised because they don't have the required ID or they are simply confused by the laws.
While advocates claim they are just trying ensure a fair vote, Pennsylvania's Republican House Majority Leader Mike Turzai infamously spilled the beans in June when he claimed the state's new voter ID law would deliver the state to Mitt Romney.
Recent news reports suggest that if there is an actual attempt at systemic voter fraud, it's coming from GOP-affiliated groups. Meet Nathan Sproul: a longtime Republican operative paid $3 million by the Republican Party to register voters in five states this cycle. Evidence suggests Sproul's company, Strategic Allied Consulting, has been systematically encouraging falsifying signatures and having workers lie to voters. The GOP severed ties with Sproul's group when these allegations became public, but his relationships with the party and affiliated groups date back to 2004, and the allegations against him date back almost as long.
A Google search turns this information up in a couple of seconds.
Some American values do trump election victories if the choice between the two is laid bare. The American Legislative Exchange Council, the driver for much of the voter ID legislation, has faced a revolt of its corporate members as citizen consumers have expressed their outrage: Thirty-seven companies have left ALEC, including such high-profile names as Sprint, Nextel, and Entergy.
Clear Channel has been forced to take down billboards making vague threats of legal action against voters in low-income and minority neighborhoods after a campaign by civil rights group Color of Change.
And courts in Pennsylvania ruled that a new voter ID law cannot be enforced in this election after hearing from plaintiffs like 92-year old Vivian Applewhite, who showed she would be disenfranchised since she has no birth certificate.
Regardless of who wins, if the election proves as close as it appears, it's likely that the demand for recounts and accusations on both sides will fly fast and furious. But this erosion of Americans' rights requires a clear and comprehensive solution – universal legislation that makes it easier to vote for all Americans regardless of their circumstances. Our democracy depends on it.
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The opinions expressed in this commentary are solely those of Ilyse Hogue.


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Technology bulletin 1352
August 16, 1999
All in one: refrigerator, TV, and computer
Ah...a freshly baked chocolate chip cookie! Now for some milk to wash it down. You open your refrigerator door only to find not a drop of milk left. Don't worry...your appliance ordered a fresh supply. Future refrigerators will include this feature and more. A prototype co-developed by Frigidaire Home Products and ICL incorporates a computer, a TV, and, of course, the traditional refrigerator. A flat-panel PC monitor mounted in the appliance door tells the consumer when food products are running low, and helps order them from a grocery service, accessed by the refrigerator through its computer. The computer touch screen provides information and communication, as well as access to television programming. Frigidaire demonstrates the current prototype as part of its latest Frigidaire Gallery Professional Series. The futuristic model comes with a stainless-steel finish and all the modern conveniences, such as ice and water service through the door, a water-filter system, spill-safe glass shelving, and 26.7 cu ft of storage. What else could one want in a modern icebox! Visit: www.frigidair.com or e-mail: [email protected].
Lots and lots of disk storage using ultraviolet laser diodes
Any concerns about having enough disk space to store computer data may soon be eliminated. Colossal Storage Drive has patents pending on an Optical Holograph Storage technology. The company developed a new way to read and write to a ferroelectric disk storage media using ultraviolet laser diodes with voltage transducer to write, and an UV laser diode and nano-optical transistor to read. Ferroelectric molecules in different orientations can effect the UV photon parameters, such as diffraction, reflectivity, transmissivity, surface topography/morphology, electrostatic field strength, and +/- vector voltage polarity. The Colossal Storage technology allows for infinite non-destructive reads of data on the ferroelectric disk. Other Colossal Storage patents cover the ability to do holographic and 3D storage, increasing densities even further. The optical drive will offer infinite double-sided read and writes for the retention of data storage for 10 years or more. It will have a density of 40 Gbits/sq inch up to 500 gigabits/sq inch. Today's hard drives have around 4 Gbits/sq inch maxing at ~16 Gbits. Colossal Storage hopes to raise venture capital for research and production. E-mail: [email protected].
The fastest encryptor in the east, west, north, and south, too
An encryption program developed at the at the Department of Energy's (DOE) Sandia National Laboratories (Albuquerque, N.M) encrypts data at more than 6.7 billion bits per second. That's 10 times faster than any other known encryptor, say the researchers. A new encryption product currently being built by GTE will be installed in Department of Energy (DOE) and Department of Defense (DoD) high-speed classified computer networks possibly as soon as next year. "It's phenomenal," says Lyndon Pierson, the engineer who designed the apparatus. "We have produced a device that has both the security and bandwidth needed to protect all types of digitized information voice, audio, video, cell-phone conversations, radio and television transmissions, banking and credit card information and general-purpose computer data at speeds previously unimagined." The unclassified encryptor chip, called the "SNL Data Encryption Standard (DES) Application Specific Integrated Circuit (ASIC)," is the fastest known implementation of the DES algorithm, a mathematical transformation commonly used to protect data by cryptographic means. The device consists of 16 sets of 16,000 transistors on an integrated circuit chip the size of a dime. Pierson says it's the 16 sets of transistors that produce the speed of the new encryption device. "Other encryptors have one set of about 16,000 transistors and the data bits are cycled through the transistors 16 times," he says. "In this device the information bits flow through the 16 sets of transistors in clocked cycles where they are encrypted." Simulations predict that the DES ASIC can operate at 9.28 billion bits per second. Currently, the fastest commercial encryptor operates at 0.15 billion bits per second. E-mail: [email protected].
The future of spying lies with the fly
Although they can be quite pesky, insects are amazing fliers. They can take off backwards, fly sideways, and land upside down. A biologist from the University of California Berkeley, sponsored by the Office of Naval Research (ONR) and the Defense Advanced Projects Agency, has identified the principles that explain not only how insects stay aloft, but also how they steer and maneuver. Michael Dickinson and his colleagues have discovered that the aerodynamic performance of insects results from the interaction of three distinctly different mechanisms: delayed stall, rotational circulation, and wake capture. These findings are important to the Department of Defense in an effort to design and ultimately construct tiny robotic flies that could be used for such missions as stealthful urban reconnaissance and target tagging. "Dickinson's research results increase the feasibility of creating robotic insects that can perform a variety of operations," says Teresa McMullen, the ONR sponsor of this research. The ultimate goal of the five-year project is to develop a robotic fly, about 5-10 mm in size that can fly a short distance and maintain a stable hover. For more information visit http://socrates.berkeley.edu/~flymanmd. E-mail: [email protected].
It's curtains for noise
Having trouble sleeping? Try a new "quiet curtain" developed at the Georgia Institute of Technology (Atlanta, GA). Krishan Ahuja, regents researcher and head of the acoustics and aerodynamics branch at Georgia's Aerospace and Transportation Laboratory, designed a modular system of curtains that blends aesthetics with audio privacy. The concept is relatively simple: two sheets of noise shielding material are sandwiched between two pieces of fabric and supported by a pocket system. Ahuja determined the noise reduction capabilities of various insert materials and the exterior fabric. A plastic sheet worked best. In benchmark studies, the prototype reduced noise by about seven decibels. By adding a floor extension and valance, noise dropped by 12 dB. This is "akin to saying that if 16 toddlers were screaming, 'I want Mommy,' all at the same time on one side of the curtain, with a 12 dB reduction on the other side, it would appear as though only one toddler was screaming," says Ahuja. Originally designed for use in nursing homes for patients, who have difficulty sleeping, the curtains could also be used in offices, hotels, libraries, schools, homes, or factories. E-mail: [email protected] .
Sensors gauge stresses and strains at high seas
For those who sail, the ability to see in real-time the stresses placed on the mast in high winds is here. By incorporating optical sensing technology into composite mast structures, engineers at Smart Fibres Ltd. (Southampton, UK) developed an "intelligent yacht mast" that can sense potentially catastrophic forces. The smart masts are built using carbon fiber composites laced with optical fibers containing a string of optical sensors throughout. The sensing technology used in the optical fiber employs Bragg grating strain sensor technology developed over the past five years. These sensors are typically a few millimeters in length and are imprinted into the fiber using two ultra-violet wavelength laser beams. When light is launched down the fiber, each sensor acts as a tiny mirror that only reflects one wavelength of light. As the sensor experiences stress or strain, the wavelength of the light reflected changes accordingly. The information picked up by each of the sensors is then transmitted back to a remote optoelectronic data-processing unit, which builds up a picture of the loading placed on the mast and boom throughout their length and lifetime. Lorna Everall, Optoelectronics Manager at Smart Fibres, says, "This technology has brought the idea of an intelligent structure from research curiosity to commercial reality. It heralds a new era in structural design engineering, with the technology being proven within the maritime environment but having wide ranging applications far beyond this." The technology has the potential for use in aerospace, civil engineering, transportation, and offshore uses. More information can be found in the July issue of Materials World, "Smart composites for the marine industry." Fax +44-171-839-2289.
Europe and U.S. to develop giant radio telescope
Representatives from the U.S. and Europe recently signed an agreement to collaborate on the first phase of a new telescope that will image the universe with millimeter wavelengths (between the radio and infrared spectral regions), making it possible to study the origins of galaxies, stars, and planets. The new telescope, named ALMA, for Atacama Large Millimeter Array, will be located in the Atacama Desert of northern Chile. ALMA will operate at millimeter and submillimeter wavelengths. An array of individual antennas, each 12 m in diameter, will work together to make precision images of astronomical objects. The goal of the ALMA Project: an array of 64 antennas that can be positioned as needed over an area 10 km in diameter so as to give the array a zoom-lens capability. Paul Vanden Bout, director of the U.S. NRAO, emphasized the technical capabilities needed, saying, "The ALMA Project involves development of a variety of fundamental technologies, including amplification of faint cosmic signals using superconducting receivers and ultrafast digital data-processing technologies that will enhance many related areas of scientific research." The Europe-U.S. agreement may soon include Japan, following an already existing tripartite declaration of intent. E-mail [email protected]. or [email protected].
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EXCLUSIVE: BAFTA-nominated Harper [pictured] will direct sequel to horror smash; plot to revolve around Eel Marsh House four decades after original, shoot likely next spring.
The Scouting Book for Boys and Misfits director Tom Harper is to direct The Woman in Black: Angel of Death, Hammer's sequel to global horror smash The Woman in Black.
According to the production, the horror will "continue the story four decades later". This time around, after being seized by the government during World War II, the sudden arrival of a group of evacuated children [not soldiers, as had been speculated] at Eel Marsh House awakens its darkest inhabitant - The Woman in Black.
The film will revolve around a young female nurse, which the production is out to cast on.
Speaking to Screen, Simon Oakes, vice-chairman of Exclusive Media and president & CEO of Hammer Films, finally put to bed the rumour that Daniel Radcliffe could have a part in the film. Oakes hopes the film will shoot in the UK next spring.
Jon Croker (Desert Dancer) has written the screenplay, which is based on an original story by The Woman in Black writer Susan Hill.
As previously reported, the same production team behind the first film - Exclusive Media, Talisman, Cross Creek Pictures and Alliance Films, in addition to executive producer Roy Lee – are on board once again. CBS has first look on US distribution.
Alliance Films will co-finance and Tobin Armbrust of Exclusive will again oversee production. Sales are being handled by Exclusive and Alliance will again distribute in the UK (Momentum Pictures), Spain (Aurum Producciones) and Canada (Alliance Films).
On the subject of future films in the series, Oakes told Screen: "If you're honest about the subject and material then it can become a franchise. If the story is legitimate, then yes. I have already got ideas about where we can go with it after this film and Susan Hill is willing and on board. There is life in this."
The Woman in Black, starring Daniel Radcliffe and directed by James Watkins, was the highest grossing British horror film of the past 20 years, making $35m in the UK and $130m worldwide.
Harper, who is currently directing anticipated BBC TV drama Peaky Blinders, said: "I am thrilled to be a part of The Woman in Black: Angel of Death. This will be a great opportunity for me to collaborate with a brilliantly talented team on the next installment in this exciting series."
Oakes added on Harper: "We are assembling a terrific team to bring The Woman in Black: Angel of Death to the big screen and Tom is a great addition to that family. His unique visual approach and storytelling style perfectly compliments the smart, sophisticated horror movies that Hammer is championing."
Xavier Marchand, Alliance Films' president of worldwide distribution and managing director of UK distributor Momentum Pictures, said: "We know audiences in the UK and across the world love being terrified by The Woman in Black so we're excited to be partners in bringing them the next episode of Susan Hill's haunting story, under Tom's expert direction."
Harper is repped by Josh Varney at Independent Talent Group in the UK and by WME in the US.


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Before his large mural for the Galore Urban Art Festival (Copenhagen) last summer, the Spanish street artist Aryz travelled an hour away from Copenhagen to reach Nastved, a town that lies on the island of Zealand. Here he painted a fresh piece on a mural (opposite to the old post office close to Naestved Station, which is a part of Naestved Youth School of Art and decoration project "Nestved Art City". While he was in the town he also painted some cool pieces on large MDF wood panels and these works aro now on display at the local waiting room at Naetved Station.
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Lyme Disease Position Paper
Lyme disease is the most common tick-borne disease in the United States. It was named in 1977 when arthritis was observed in a cluster of children in and around Lyme, Connecticut. The disease is caused by a bacterial agent called Borrelia burgdorferi, sensu stricto, which was first identified in North America in 1982. Although the majority of cases are reported from the northeastern, north central, and Pacific coastal regions of the country, several hundred cases annually are reported from the southeast and south-central United States. Humans and some animals contract this disease when they are bitten by ticks infected with this agent. Symptoms in humans usually begin about 7 to 10 days after the tick bite, although some people do not show any signs of illness until months to years later when complications occur. Early symptoms are intermittent and changing, which can make diagnosis difficult. These symptoms may include an annular or "bulls eye" skin rash called "erythema migrans" (EM), which occurs in 60 – 80% of Lyme disease patients. This rash is fairly specific to Lyme disease, although there are many other diseases that result in rash and not all Lyme disease patients develop EM. With or without EM, other early symptoms may include a general feeling of illness ("malaise"), fatigue, fever, headache, stiff neck, muscle and joint pain, and enlarged lymph nodes. These non-specific symptoms can be associated with many other ailments, which also makes the diagnosis of Lyme disease more difficult. Lyme disease, left untreated over months to years, can result in complications that include the heart, joints, and nervous system. These complications may subside (the patients thinks he/she is recovering), only to recur later and develop into a persistent condition.
Life Cycle of B. burgdorferi
The primary vector of Lyme disease in the northeastern and north central United States is the deer tick, Ixodes scapularis. The primary vector in the Pacific coastal area of the country is I. pacificus. Ticks go through four stages in their development (egg, larva, nymph, adult), and B. burgdorferi is maintained (passed) in ticks as they pass from one stage to the next. When an infected tick bites a human or certain animals (after a period of attachment), the infectious agent can be transmitted, resulting in disease. Wild rodents and deer are part of the natural life cycle of B. burgdorferi. Infected larval and nymphal ticks feed on small mammals (usually rodents) while adult ticks feed on deer. The explosive repopulation of white-tailed deer in parts of the United States has been linked to the spread of Lyme disease. The majority of human Lyme disease cases result from bites by infected nymphs. At this stage the tick is small, less easily detected, and less likely to be promptly removed, which increases the possibility that it will transmit disease. Dogs, cattle, and horses develop disease that may include the joint and heart complications seen in humans. A vaccine is available for dogs, which in addition to protecting them, has a beneficial public health impact by decreasing the proximity of this disease to people. There is no evidence that Lyme disease has been transmitted directly from animal-to-animal, animal-to-human, or human-to-human.
Diagnosis of Lyme Disease
Diagnosis is currently based on clinical findings supported by several types of laboratory tests. One type of test (called a "culture") seeks to isolate the actual organism from the EM skin lesion, blood, joints, and cerebrospinal fluid. Other types of tests (called by the broad name "serology") attempt to detect antibodies formed by the patient's immune system against the organism. Currently, serology tests are poorly standardized and physicians must interpret them with caution. They are insensitive during the first several weeks of infection and may remain negative in people treated early with antibiotics. Test sensitivity increases when patients progress to later stages of the disease, but a small proportion of Lyme disease patients never develop a positive blood test result. Another complicating factor is that there can be a cross-reaction in the blood test, giving a false positive result for Lyme disease in persons who really have conditions such as syphilis, Rocky Mountain spotted fever, human immunodeficiency virus (HIV) infection, infectious mononucleosis, lupus or rheumatoid arthritis. (Cross-reaction is a problem associated with tests for many diseases.) Although present diagnostics are not perfect, great strides have been made in the past twenty years. More sensitive and specific tests for Lyme disease are being developed.
Disease Reporting and Case Definitions
The Centers for Disease Control and Prevention (CDC) maintains a list of nationally notifiable diseases [1]. RSMo 192.139, Communicable Disease Reporting, Guidelines for Department, stipulates that communicable disease reporting requirements established by the Missouri Department of Health and Senior Services (DHSS) shall be in accordance with guidelines, funding requirements, or recommendations established by CDC. DHSS has incorporated CDC-mandated diseases as well as selected other diseases for which there are established diagnostic tests into 19 CSR 20-20.020, Reporting Communicable, Environmental and Occupational Diseases [2]. Local public health agencies and/or DHSS are notified by physicians, laboratories, and other reporters when diseases/conditions listed in 19 CSR 20-20.020 are confirmed or suspected. DHSS, in turn, reports cases to CDC.
Before a case is reported to CDC, it must meet a "case definition" specific for the disease in question. For the purpose of standardization of reporting, CDC has established national Case Definitions for Public Health Surveillance [3]. These definitions provide uniform criteria for reporting cases to increase the specificity of reporting and improve the comparability of diseases reported from different geographic areas. Generally, cases of disease are categorized as "suspect," "probable," or "confirmed," depending upon the level of clinical, laboratory, and epidemiological data available to support disease identification. A case may be moved from one of these categories to another as investigation results become available. Both "probable" and "confirmed" cases are reported by DHSS to CDC.
The usefulness of public health surveillance data depends on its uniformity, simplicity, and timeliness. CDC's case definitions establish uniform criteria for disease reporting and should not be used as the sole criteria for establishing clinical diagnoses, determining the standard of care necessary for a particular patient, setting guidelines for quality assurance, or providing standards for reimbursement. Use of additional clinical, epidemiologic, and laboratory data may enable a physician to diagnose a disease even though the formal surveillance case definition may not be met.
Lyme disease in humans and animals can be treated with common antibiotics. However, as with the majority of diseases, treatment is most effective if it is begun early in the course of illness. Also, treatment failures may occasionally occur and retreatment may be necessary. A vaccine for humans was available but was removed from the market in 2002, reportedly due to poor sales resulting from its relative ineffectiveness. There is currently no vaccine approved for humans on the market in the United States.
Preventing infection involves avoidance of tick-infested areas, wearing protective clothing, and application of insect repellents. Also critical to disease prevention is the prompt removal of ticks from the body, since experimental evidence indicates that ticks must be attached for 24 hours or more before the infectious agent is transmitted to a host. (Hence, part of DHSS' tick-borne disease prevention message has been "√√√ for Ticks!"). The manner in which embedded ticks are removed is probably as important as their prompt removal. Ticks should be grasped as close to the skin as possible with forceps or a tick removal tool (an inexpensive device available in the outdoor section of many retail stores) and removed with gentle, steady traction. This will help ensure that the tick's mouthparts do not remain in the skin. Ticks should never be squashed, burned, or suffocated in the removal process, as this might result in regurgitation of gut contents (including bacteria) into the host. The bite site should be cleansed and an antiseptic applied; hands should be washed following tick removal.
Lyme Disease in Missouri
The first question to ask is, "Does Lyme disease occur in Missouri?" There have been patients with symptoms (including EM rashes) similar to those in other areas of the United States, but B. burgdorferi has not yet been isolated from any patients in Missouri. Lyme disease is nationally notifiable and is therefore notifiable in Missouri. Missouri patients who fulfill the strict CDC case definition for Lyme disease are reported as such. Because the EM rashes of Missouri origin are similar to those in other parts of the country, they are referred to as EM-like by the Division of Vector-Borne Infectious Diseases, National Center for Infectious Diseases, CDC. The clinical syndrome associated with the EM-like rash appears similar to Lyme disease and is called Lyme-like disease.
The uncertainty regarding the occurrence of Lyme disease is not unique to Missouri (nor is it unique to Lyme disease). Determining the geographic distribution and prevalence of a disease-causing agent is always challenging, particularly when the agent is a relatively recently identified one. This problem is compounded many fold, when one realizes that it is not only the distribution and prevalence of the agent that must be considered, but also that of possible reservoirs and vectors that maintain and transmit the agent. All of these factors (agent, reservoir, vector) must come together at the same place and time before disease can be caused in a host.
A limited number of studies have been conducted to determine if B. burgdorferi is found in ticks in Missouri. A survey by Feir et al. [4] of ticks collected in southeastern Missouri and around the city of St. Louis identified B. burgdorferi in 1.9% of Amblyomma americanum and 2.0% of Dermacentor variabilis ticks collected. The Feir et al. [4] results, however, have not been replicated. Since 1994 a wide variety of molecular-level analyses has identified over 15 closely related North American Borrelia species within a world-wide B. burgdorferi sensu lato complex. The ability of these borreliae to cause human disease remains unknown for all but three of these species. To date, only B. burgdorferi sensu stricto has been isolated from humans diagnosed with Lyme disease in the United States.
A recent clinical evaluation by Wormser et al. [5] compared patients with Lyme-like skin lesions in patients from southeast Missouri and the state of New York. This study found statistically significant differences in the clinical presentations for the two populations. It is entirely possible that there are a number of bacterial agents similar or related to B. burgdorferi that cause similar (Lyme-like) diseases, complicating the clinical and diagnostic pictures. Such an agent could be a subtype of B. burgdorferi, a different species within the genus Borrelia, or a different genus altogether. The CDC case definition "looks" only for infection by B. burgdorferi. Broadening the definition to possibly capture other, related agents without a scientific basis for doing so would result in less meaningful surveillance data from which significant conclusions could not be drawn.
A related tick-borne bacterium, B. lonestari, has been suggested as the cause of a condition recently termed "southern tick associated rash illness" (STARI). However, a study conducted by Wormser et al. [6] of 30 patients from the Cape Girardeau, Missouri area with EM-like skin lesions concluded that neither B. burgdorferi nor B. lonestari is likely to be the cause of these lesions in patients from this part of the state. The cause of this condition remains unknown. It was unclear what role either of these agents might play in other regions of Missouri. The authors further stated that, although it is unknown whether an infectious agent causes this rash illness, the study did not rule out the possible use of antibiotics in treating this condition. These findings were consistent with results from Bacon et al. [7], who were unable to find B. lonestari in four skin biopsy samples obtained from patients with EM-like lesions in Butler County, Missouri.
Other studies in Missouri and several southern states also found that B. burgdorferi was not the cause of EM-like rashes on patients included in those studies. Furthermore, Wormser et al. [6] concluded that the lack of cross-reactivity demonstrated in their study diminishes the likelihood that any borrelial agent is the cause of EM in Missouri.
Wormser et al. [6] could not detect B. lonestari in any of 312 field-collected Amblyomma americanum ticks or two A. americanum ticks removed from patients who later developed EM-like rashes. Bacon et al. [7] tested 206 A. americanum ticks collected in Butler County, Missouri and estimated the prevalence of B. lonestari infection to be 5.6%.
Currently, the most scientific and effective way to address the issue of Lyme or Lyme-like illness being caused by agents that have yet to be identified is to focus on the prevention of all tick-borne diseases. Rocky Mountain spotted fever, ehrlichiosis, and tularemia are found in Missouri. DHSS believes that increased awareness of all tick-borne diseases in the state is critical to our citizens who depend on the outdoors for their livelihood and recreation. DHSS has begun to address this need by promoting personal protection and prevention – the use of insect repellants containing an active ingredient that repels or kills ticks and the practice of frequent tick-checks when working or recreating in tick habitat. Educational tools include paid radio announcements, billboards, posters, as well as tick-borne disease training for local public health agencies.
Finally, a CDC-sponsored clinical study [8] is available to physicians. Physicians are encouraged to have patients with undiagnosed Lyme-like rashes enroll in this study, the purpose of which is to determine the etiology of STARI in the United States.
- Centers for Disease Control and Prevention. Nationally Notifiable Infectious Diseases. http://www.cdc.gov/osels/ph_surveillance/nndss/phs/non_infdis.htm
- 19 CSR 20-20.020, Reporting Communicable, Environmental and Occupational Diseases. http://s1.sos.mo.gov/cmsimages/adrules/csr/current/19csr/19c20-20.pdf
- Centers for Disease Control and Prevention. Case Definitions for Infectious Conditions Under Public Health Surveillance. MMWR 1997;46(No. RR-10). http://www.cdc.gov/osels/ph_surveillance/nndss/casedef/
- Feir D, Santanello C, Li B, et al. Evidence Supporting the Presence of Borrelia Burgdorferi in Missouri. American Journal of Tropical Medicine, 1994; 51(4):475-482.
- Wormser G, Masters E, Nowakowski J, et al. Prospective Clinical Evaluation of Patients from Missouri and New York with Erythema Migrans–Like Skin Lesions. Clinical Infectious Diseases, 2005; 41:958–65.
- Wormser G, Masters E, Liveris D, et al. Microbiologic Evaluation of Patients from Missouri with Erythema Migrans. Clinical Infectious Diseases, 2005; 40:423-428.
- Bacon R, Gilmore R, Quintana M, et al. DNA Evidence of Borrelia lonestari in Amblyomma americanum (Acari:Ixodidae) in Southeast Missouri. Journal of Medical Entomology, 2003; 40:590-592.
- Protocol – A Study to Determine the Etiology of Southern Tick-Associated Rash Illness (STARI) in the United States; Principal Investigator, Barbara J. Johnson, PhD, Chief, Microbiology and Pathogenesis Laboratory, Bacterial Zoonoses Branch, Division of Vector-Borne Infectious Diseases, NCID, CDC, 2005.
Additional Resources
Web sites that Lyme disease patients may find helpful include:
- Centers for Disease Control and Prevention - Protect Yourself from Ticks-Borne Diseases: http://www.cdc.gov/ncidod/dvbid/lyme/resources/tick_infocard.pdf
- Centers for Disease Control and Prevention - Lyme Disease Home Page: http://www.cdc.gov/ncidod/dvbid/lyme/index.htm
- American Lyme Disease Foundation, Inc.: